The role of genes

Researchers at King's College, the University of Warwick, and the University of New Mexico have published a new paper exploring the role of genes in educational achievement. They wanted to test the hypothesis that genetic differences (heritability) in educational achievement persist throughout compulsory education, as assessed by GCSEs (a UK exam) at age 16. 

The authors used data on 11,117 twins born in England and Wales between 1994 and 1996 recruited into the Twins Early Development Study (TEDS), and considered genetics, shared or common factors, and non-shared or unique environmental components. They found that heritability was substantial (58% of the variation) for overall GCSE performance for compulsory core subjects. In contrast, the overall effects of the shared environment, which includes all family and school influences shared by twins growing up in the same family and attending the same school, accounted for about 36% of the variance of mean GCSE scores.

They suggest that the significance of these findings is that individual differences in educational achievement can be attributed much more to genetics than to school or family environment, and conclude that this supports personalized learning.

Researchers at King's College, the University of Warwick, and the University of New Mexico have published a new paper exploring the role of genes in educational achievement. They wanted to test the hypothesis that genetic differences (heritability) in educational achievement persist throughout compulsory education, as assessed by GCSEs (a UK exam) at age 16. 

The authors used data on 11,117 twins born in England and Wales between 1994 and 1996 recruited into the Twins Early Development Study (TEDS), and considered genetics, shared or common factors, and non-shared or unique environmental components. They found that heritability was substantial (58% of the variation) for overall GCSE performance for compulsory core subjects. In contrast, the overall effects of the shared environment, which includes all family and school influences shared by twins growing up in the same family and attending the same school, accounted for about 36% of the variance of mean GCSE scores.

They suggest that the significance of these findings is that individual differences in educational achievement can be attributed much more to genetics than to school or family environment, and conclude that this supports personalized learning.

Johns Hopkins University 

Research in Brief

News Blast